IDM

Instructional

Decision Making

IDMInstructional Decision Making:

Answer Important Questions

1. Exactly what is it we want all students to learn?

2. How will we know when each student has acquired the essential knowledge and skills?

3. What happens in our school when a student does not learn?

Whatever It Takes: Dufour, Dufour,Eaker, and Karhanek

IDM

Instructional Decision Making

A statewide effort to build capacity

in instructional decision making

• Pilot schools learning, planning, and

implementing instructional decision-

making practices

• AEA personnel increasing skills to

support all schools

IDM

Effective Instructional

Program All students require INSTRUCTION that

is:

• guaranteed,

• viable,

• rigorous,

• relevant.

Some may require additional support and instruction based on their needs.

IDM

Three Levels of Instruction:

One System

Core

Intensive

Supplemental

IDM

Frequent Assessment of

Student Performance

Accurate, reliable, assessment data is

essential to make good instructional

decisions

IDM

Frequent Assessment of

Student Performance

Three types of

assessments needed to

guide instruction

• Screening

• Diagnostic

• Formative Assessment

IDM

Use of Data to Make

Instructional Decisions

Continuous Improvement Cycle

Assess ing

Needs

Pla

nn

ing

Impl e ment ing

Ev

alu

ati

ng

Contin u o u s

Im pr ov e ment

IDM

Group and

Plan

Instruction

Screen

Diagnose

Implement and Monitor

Evaluate

Effectiveness

Assess ing

Needs

Pla

nn

ing

Impl e ment ing

Ev

alu

ati

ng

Contin u o u s

Im pr ov e ment

IDM

Guiding Questions

A set of questions will be used to guide

the IDM process (See handout).

The monthly training for pilot sites and

their DBT member(s) will be based on

assisting them in answering these

questions.

IDM

Occurs at many levels:

• Individual

• Classroom

• Building

• District

Use of Data to Make

Instructional Decisions

IDM

How Does This Align with

Other Initiatives?

The Department advocates the use

of IDM, but does not mandate the

use

IDM is what good teachers do

IDM uses all teachers in a

collaborative effort

Department of Education Overview

IDM

How Does This Align with

Other Initiatives?

IDM is about instruction –

appropriate instruction for each

student

IDM places an emphasis on data-

driven decision making

IDM meshes well with other efforts

– IPDM, SINA, and other initiativesDepartment of Education Overview

IDM

How Does This Align with

Other Initiatives?

Schools need to examine their current system of assessment• Do not need to create a new system of

assessment

• Do ask if the current system has the elements of IDM (Do ask if the current system is working?)

• Do use assessment information to refine existing system

Department of Education Overview

IDM

How Does This Align with

Other Initiatives?

All use data to assess needs

All develop plans to improve student

achievement

All monitor implementation of plans

All evaluate to determine if student

learning is increased

IDM

How is this Different?

Focus is at the student level• Plans are developed to ensure appropriate

instruction for all studentsCore, supplemental, and intensive

• Structure allows immediate feedback re: effects

• Process is repeated frequently throughout school year

• Data are used to match students with similar needs to resources and strategies to meet those needs.

• Not just all children….but each child.

IDM

Rationale for Instructional

Decision Making

Based on guiding principles that are aligned

with the proactive concepts of early

assistance and matching resources to

student needs within an integrated system

supporting the common goal of increasing

student achievement.

IDM

What Supports Will Heartland

Staff Provide? Assist in providing and facilitating

quality professional development

Provide content expertise on an ongoing basis

Assist in investigating options for instruction by matching to student needs

Provide support for assessment and implementation monitoring.

IDM

What Supports Will Heartland

Staff Provide?

Support leadership teams and assist

with capacity building

Help facilitate collaborative efforts so

time can be used efficiently

IDM

By using a school wide model for instructional decision making, we

have been able to meet student needs more efficiently and effectively.

By identifying students with similar needs we are able to group them

for interventions that support their specific instructional needs.

Grouping for interventions has enabled us to use our resources more

efficiently. All staff have been trained in implementing strategies for

interventions and they carry them out diligently. Students benefit

greatly as is demonstrated in their performance data. The model has

increased the integrity of our instruction and curriculum as well as the

way that we meet our student needs.

Linda Dittmer, Principal, Knoxville

IDM

Districts are all faced with limited resources—people,

program and time. Instructional Decision Making allows

us to make the best decisions in identifying the specific

needs of students and matching those needs with resources.

Because we use data we are able to make a better match

between student needs and program options. Data

collected as we monitor progress allow us to make

adjustments which support student learning.

Lowell Ernst, Director of

Instruction, Pella

IDM

To Teach All Children,

We Must Teach Each Child

When the learning

demands and amount to

learn accelerate, then the

quality of what is selected

and how it is implemented

becomes increasingly

critical.

IDM

Jigsaw Activity

Get into groups of four.

Each person will read either page 2, 3, 4, or 5

of the brochure (Differentiation Through

Instructional Decision Making). Take notes on

your reading using the 4-box organizer.

After reading your assigned part, get back

together as a group and summarize your

reading. As each person is summarizing

record their information to complete your 4-

box organizer.

IDM

How Will this Impact My

Work? DBT members

• Your support will be needed Data analysis

Professional development

Monitoring of implementation

• Collaborative effort (allow for school choice, ownership, and leadership of the effort)

• Strengthened partnership with the school

• Change to the referral process BAT will function differently

No ―waiting for referrals‖

More ―standard treatments‖

IDM

How Will this Impact My

Work?

Student Specific Resource Staff

• BATs will function differently

• Need to clearly understand the way that

your services will be accessed

• The DBT’s you work with will be engaged

in new and different types of support

activities

• A strong focus on ―intensive‖ needs at the

tip of the triangle needs to be maintained

IDM

How Will This Impact My

Work? Agency-Wide Resource Staff

• Layers of support will be designed

Trainers, Assessment Consultants, RCs, Supervisors

Research

• Content specific assistance will be needed in

some situations

Professional Development, Curriculum Consultants,

Instructional Materials, Technology Consultants, and

Goal Groups,

• Support for DBTs and understanding of how they

are working needed

IDM

What is the Agency’s Support

for this Initiative? It directly aligns and supports our agency

goals. (It is in the School Improvement Goal

action plan.)

It supports other agency initiatives (SINA,

IPDM, CSIP, E2T2, CAB etc)

It is AGENCY WIDE!

• Many hands have been involved in planning (see

next slides for committees)

• Many hands will be needed to support

IDM

Goal Three Work Group

Sharon Kurns

Steve Fey

David Tilly

Cheryl Modlin

Molly House

Mari Stirler

Tinna Wahlberg

Shannon Harken

Jeri Gustafson

Kristi Upah

Pam Adkinson

Elizabeth Jankowski

Jason Volmer

Cheryl Risen

Steve Linduska

Sheila Fay

Brad Niebling

Mary Schmidt

IDM

IDM Advisory

Jim Stumme

Kim Thuente

Steve Iverson

Grace Bargstadt

Sandy Nelson

Karla Jones

Randy Allison

Lynn McCartney

Julie Hukee

Steve Fey

Sharon Kurns

Ron Lorenz

David Tilly

Cherly Risen

Kristi Upah

Kristen Stanford (Urbandale)

Pat Sievers (Ankeny)

Linda Dittmer (Knoxville)

IDM

Agency Support

As with any initiative…

• Support each other

• Communicate positively to school and

district personnel

• Communicate concerns internally

• Help those in planning and work groups to

identify ways to make it better!!!

• This is direction we are heading for the

future